A Simulation-Based Model for Teaching Business Writing: Exploration and Applications

Andrew Szanajda, Fang-Chun Ou

Abstract


The purpose of this work is to review the important role of technology and authentic assessment in the field of business writing, how it has come about and developed over time. A review of Business English writing classes indicate the digitization of classrooms has led to significantly higher student satisfaction and, even more impressive, greater academic achievement for students (Zhonggen & Guifang, 2016). Additionally, Spector et al (2016) discuss how technology can make assessments more engaging for today's students, largely due to resembling functioning in a real world workplace. Despite these advantages, there have been few sources that have illustrated how authentic assessment can be used for business writing, and how to teach or learn and how effective it is at achieving learning objectives and goals. This work offers a framework for study of simulation-based model for teaching business writing, beginning with a review of the research and scholarship on business writing and authentic assessment, and then explaining a framework that identifies key steps for future investigation while providing instructions for conducting research. Using simulations can prepare business students for future writing success in the rapidly shifting global marketplace.


Keywords


Authentic assessment, Business writing, Simulations

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References


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